Grades 1-2 Mathematics Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing
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1 Grades 1-2 Mathematics Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing Pennsylvania English Language Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Pennsylvania Core Standards Speaking and Listening CC A Participate in collaborative conversations with peers and adults in small and larger groups. CC A Participate in collaborative conversations with peers and adults in small and larger groups. Mathematics CC A.1 Represent and solve problems involving addition and within 20. CC A.1 Represent and solve problems involving addition and within 100. The PA ELL Overlays for English Language Arts and Mathematics assist educators in developing instructional units, lessons, or activities that are meaningful and comprehensible for English language learners. They illustrate the dynamic process of adapting instruction and assessment based on the English language proficiency of students. The PA ELL Overlays for English Language Arts and Mathematics are models that exemplify adaptations for a select instructional context and provide resources to extend this process to other instructional units.
2 Speaking Model Performance Indicator (MPI) Classroom Context: Explain problem-solving procedures. Cognitive Function: Students at all levels of English proficiency will EXPLAIN problem-solving procedures. Concepts Competencies Vocabulary and Topic Related Language Addition and Use addition and within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Addend Addition Counting on Equal to Greater than Less than Making ten Ones Recite words about the operation to be used to solve a math story a chart with a partner following explicit, repeated examples, as modeled and monitored by the teacher. Restate the steps of an operation to solve a math story graphic within a small group. Describe the steps used in an operation to solve a math story problem using graphic to a partner. Compare possible operations necessary to solve a math story problem using graphic within a small group. Explain the operation used to solve a math story a graphic organizer. Place value Subtraction Sum Tens Plus Minus In all Total First, Second, Next, Last...
3 Writing Model Performance Indicator (MPI) Classroom Context: Explain problem-solving procedures. Cognitive Function: Students at all levels of English proficiency will EXPLAIN problem-solving procedures. Concepts Addition and Competencies Use addition and within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Vocabulary Addend Addition Counting on Equal to Greater than Less than Making ten Ones Place value Supply words for addition and problems using manipulative and a sentence with a partner following explicit, repeated examples, as modeled and monitored by the teacher. Compose phrases or simple sentences about a visually ed addition/ a word bank or a sentence. Write the steps to solve an a word bank or sentence s within a small group. Create and solve an problem from a guided model with a partner. Create and solve an problem from a guided model. Subtraction Sum Tens Plus Minus In all Total First, Second, Next, Last...
4 Building Productive Model Performance Indicators (MPI) to differentiate and scaffold instruction per English language proficiency level by adjusting the language function and. Classroom Context: Cognitive Function: Students at all levels of English proficiency will Concepts Competencies Vocabulary and Topic Related Language Language Function (differentiated measurable expectations of student language use increasing in complexity and amount from English language proficiency level 1 to level 5) Identify Copy or adapt single words, set phrases Label Answer either/or questions Identify Collect and display Sequence steps Compare Interpret Develop Predict Summarize Revise Draw conclusions Create Content Stem (selected focus of grade-level curriculum for all students remains constant across all English language proficiency levels) Instructional Support (scaffolds to accompany explicit instruction with multiple opportunities for student response and feedback decreasing in degree from English language proficiency level 1 to level 5. I do, We do, You do ) Guided model Guided model
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